摘要
教学评价要与课程设置和教学活动整合起来.以化学教师教育课程群的主干课程“化学教学论实验研究”为例,将国外教师表现性评价方案本土化后,形成“课前、课中、课后”全过程的表现性评价量表.结合国内本门课程教学模式特色,将量表的使用镶嵌于该门课程的教学过程中.以清晰的表现性目标、具体的表现性任务、明确的评分规则,解困该课程学习者众、指导者寡、教学要求高、课时少的窘境,从而将表现性评价理念落到实处,促进职前化学教师自我引导的专业学习,促进课程质量和教学效率的提升.
Teaching evaluation should be integrated with curriculum and teaching activities.Taking experiment for chemistry didactics as an example, the performance assessment form was made with evaluating a full process of "before class,during class and after class" after localization of performance assessment from abroad. According to the teaching mode of the same course in China, the form was used within the teaching process. A clear aim,concrete performing tasks,and explicit grading rules solved the problem of less teachers and more students, and met the requirement of high teaching quality and less lessons.
出处
《化学教育》
北大核心
2017年第12期-,共7页
Chinese Journal of Chemical Education
基金
2015年陕西省高等教育教学改革重点项目:“基于’三位一体’协同育人的卓越教师培养体系建设”(陕教高[2015]21号)阶段性成果
陕西师范大学教师教育研究项目:以培养理科卓越教师为目标的课程体系建设资助(JSJY2015J009)
关键词
表现性评价
职前化学教师
评价量表
化学教学论实验
自我引导
performance assessment
pre-service chemistry teacher
evaluation scale
experiment for chemistry didactics
self-direction
